Summary of fiscal year ... appropriations for higher education operations and grants, governor's action.

At head of title: ... General Assembly.

The Fiscal impact of an Optional Retirement Plan (ORP) for Illinois' higher education faculty and administrators /

"February 1995."

[Special education expenditure and receipts summary report] /

Illinois school districts are required to compile a report to identify special education expenditures; receipts from state, federal and local source; and net special education expenditures over receipts. The Illinois State Board of Education then calculates these expenditures and receipts to prepare an annual report to the Governor and Illinois General Assembly (effective 8/30/2007).

Report to ..., State Superintendent of Education, Governor ..., and the General Assembly.

Description based on: July 1, 1983 to June 30, 1985; title from caption.

Improvements in education; abridged. Containing a complete epitome of the system of education invented and practiced by the author, Joseph Lancaster.

Mode of access: Internet.

Statements of the education, employments, and internal arrangements, adopted at the Asylum for the Blind, Glasgow, with a short account of its founder, and general observations applicable to similar institutions ...

Mode of access: Internet.

The constitution and by-laws of the School Association of Rensselaer County, N.Y. : to which is added an address, proposing a plan of common school education : received and approved by the State School Convention, [held in] Utica, on the 12th of January, 1831. By order of the Association.

The address was written by Amos Eaton. Cf. p. [13]

Sunday schools and religious education; sermons and addresses,

Mode of access: Internet.

Sex bias : education legislation and regulations /

Mode of access: Internet.

Report of the Committee of Council on Education (England and Wales), with appendix.

Mode of access: Internet.

Desperately seeking the global subject: international education, citizenship and cosmopolitanism

This article takes the case of international education and Australian state schools to argue that the economic, political and cultural changes associated with globalisation do not automatically give rise to globally oriented and supra-territorial forms of subjectivity. The tendency of educational institutions such as schools to privilege narrowly instrumental cultural capital perpetuates and sustains normative national, cultural and ethnic identities. In the absence of concerted efforts on the part of educational institutions to sponsor new forms of global subjectivity, flows and exchanges like those that constitute international education are more likely to produce a neo-liberal variant of global subjectivity.

Global engineering education: Australia and the Bologna process

This paper presents a critical comparison of major changes in engineering education in both Australia and Europe. European engineering programs are currently being reshaped by the Bologna process, representing a move towards quality assurance in higher education and the mutual recognition of degrees among universities across Europe. Engineering education in Australia underwent a transformation after the 1996 review of engineering education1. The paper discusses the recent European developments in order to give up-to-date information on this fast changing and sometimes obscure process. The comparison draws on the implications of the Bologna Process on the German engineering education system as an example. It concludes with issues of particular interest, which can help to inform the international discussion on how to meet today’s challenges for engineering education. These issues include ways of achieving diversityamong engineering programs, means of enabling student and staff mobility, and the preparation of engineering students for professional practic e through engineering education. As a result, the benefits of outcomes based approaches in education are discussed. This leads to an outlook for further research into the broader attributes required by future professional engineers. © 2005, Australasian Association for Engineering Education